Covert Coercion via Controlling Categories of Consciousness

There is far more than alliteration involved in today’s catchy title and its purpose, like all my writing, is to inform, not to scare. I am not Alfred Hitchcock and this blog is not The Twilight Zone. None of the aspirations laid out here at ISC or in my timelier than ever book, Credentialed to Destroy, are fictional. All of our lives would be easier if they were. Education reform is all about invisibly changing human behavior to bring about a new, collectivist, radical vision of what the future of the 21st century might be. I believe knowing the intended mechanisms for tyranny is the first step in escaping their grasp and then removing them altogether.

When Jean-Francois Revel wrote his 1983 French classic that translated as How Democracies Perish, he wanted to give a heads-up to prevent the demise. That’s why I write about education as well. In a chapter called “Attack. Always Attack” he gave information on Communist tactics that is also applicable to education reforms and the ensuing outcries over decades.

“A standard Communist tactic is to mount a propaganda operation to accompany a practical operation. If the latter hits a snag, the former will leave traces in people’s minds that will help condition them to give future actions a kinder reception.”

Think of my work as first defusing the practical operation of covertly controlling students’ minds and thus their likely future behavior. Meanwhile I call attention to the organized deceit so we can begin to remove those traces from both our adult minds as well as our poor, manipulated children. Since my last post EdSurge on February 10 admitted that the purpose of that Early STEM Learning paper I cited was to provide categories to guide thinking in an article that also redefined the acronym STEM–“Setting, Tension, Explanation, Metaphor: A Storytelling Approach for Early STEM Learning.” Too bad no one gives bonus points for prescience in education writing. The oligarchs met in Dubai last week and launched Positive Psychology as the global classroom education template, expressly showcasing Mihaly Csiksentmihalyi (whose work gets pulled in via civil rights interpretations on Excellence and Equity) and Martin Seligman of PBIS and the World Happiness Report.

Yesterday the US NIH admitted that “Current and future BRAIN Initiative research studies aim to elucidate, and potentially influence, the mechanisms that give rise to consciousness, our innermost thoughts, and our behaviors, thereby prompting novel social and ethical questions.” There’s a reason Congress prefunded years of that intrusive research back In December while Obama remained in office. After all, politicians at all levels want to rule under a new definition of Governance that’s not being discussed enough openly. The just out World Development Report 2017–Governance and the Law-explains that Governance is about delivering on normative goals of Security, Prosperity, and Equity for All achieved through the political process. It has nothing to do with elections and everything to do with the ability to shape internalized personal preferences, values, and beliefs.

Sounds like Chapter 7 from Credentialed to Destroy doesn’t it? Here’s the pithy why for that aim: “the ability to shape other people’s beliefs is a means of eliciting an action from another person–an action the person would not otherwise take. The ability to make others act in one actor’s interest or to bring about a specific outcome–the definition of power in this Report–is thus closely related to the notion of ideas as beliefs.

The dichotomy between ideas (ideology and culture) and power as a primary determinant of social dynamics is thus a false one. The idea of power cannot be understood without taking seriously the power of ideas.”

Using education reforms labelled as competencies or the Common Core to provide conceptual frameworks, lenses, Enduring Understandings, Cross-Cutting Concepts and Themes, and Disciplinary Core Ideas is a crucial aspect of Controlling Consciousness. There’s a reason for so much coordinated deceit surrounding it and why I seem to be the only person writing about it. Control the prevailing ideas used to direct attention and perception and the interpretation of daily experiences and you have covert control over likely future behavior. UNESCO knows that. So do the World Bank, OECD, the behavioral scientist community, and the public policy think tanks across the purported spectrum. It’s us, the parents and taxpayers, who are unaware of just how crucial standardizing the prevailing ideas is to plans for a fundamental transformation.

As Bela Banathy put it from our last post on seeing the student and education (see bolding from me) as a system: “Our main tool in working with human systems is subjectivity: reflection on the sources of knowledge, social practice, community and interest in and commitment to ideas, especially the moral idea, affectivity, and faith.” So how do I know this aim is across the political spectrum? I learn a great deal from reading old books and Professor Amitai Etzioni, Mr Communitarianism with his own tag, is an admitted Man of the Left. Professor Robert George, founder of American Principles Project, Bradley Foundation Board member (thus tied to PEPG), recent AEI award winner, and too many other connections to name, is a designated representative of what purports to be Conservatism. I call it the Right Pincer for a reason.

Given all the deceit I can track and shenanigans involving pilfering material from my book without attribution or compensation, I wanted to read a 2001 book called The Monochrome Society because it contained a Chapter called “Virtue and the State: A Dialogue between a Communitarian and a Social Conservative.” That would be Etzioni and George, respectively. When the book came several months ago, it turned out to be part of a series edited by Professor George with “a special focus on the juncture of culture, law, and politics. New Forum Books is guided by the conviction that law and politics not only reflect culture but help to shape it.”

That aim doesn’t sound particularly conservative to me and is a long time aim of all progressives–cultural evolution. If that is also the aim of so-called conservative and libertarian think tanks it would explain all the deceit, concern over what my book laid out with extensive documentation, and my current observations of where School Choice actually leads. For some reason though, I was too busy initially to read anything other than that particular chapter. After I read that World Development Report though and its laid out aspirations to use the law and the mere global existence of less advantaged people and poverty to force what Marx called his Human Development Society, I went back to reread the rest of the book. Turns out Etzioni laid out the template that the World Bank and others intend to use to alter what a student internalizes so that it alters their preferences.

Clearly when he wrote the Chapter on “Social Norms: The Rubicon of Social Science” and Professor George edited it, no one thought someone would ever track it down after already mastering what Tranzi OBE, the Common Core, and Competency-Based Education really aim at. Turns out the Right and Left Pincers ARE acutely aware of a bullseye where education practices and the curriculum used and the ideas pushed “play a key role in ensuring that certain preferences will never be formed in the first place, while others will be strongly held…a major goal of education (as distinct from teaching) is to foster internalization of social norms by children and thus to affect their preferences.”

Since the local Classical School associated with Hillsdale’s Barney Charter Initiative touts instilling ‘virtuous living’ in its students, let’s tie that to what Etzioni wrote. Turns out that students acting at an advanced stage in Lawrence Kohlberg’s Stages of Moral Development (that public and private school teachers are now regularly taught is to be part of their new classroom practices) involves “individuals reason in terms of abstract notions” (or ideas or supplied concepts, categories, or ideas) on how, when, and why they should act. Etzioni then quoted Kohlberg that “it is possible to ‘reason in terms of such [high level] principles and not live up to them.'” Etzioni then laid out the essence of what everyone now wants from the classroom and education reforms and too few admit openly so let me quote directly:

“Unfortunately, to know the good cannot be equated with doing the good…To put it in the terminology followed here, [and at the always prescient ISC I must add immodestly], knowledge affects behavior by affecting considerations of costs and benefits but, as a rule, does not shape preferences. Internalization clearly does.”

So the SDG agenda pushed globally by institutions like the UN, OECD, and the World Bank can only change those preferences, as they have declared they aim to do, by education that is about getting at what a student internalizes as their values, attitudes, and guiding beliefs. Precisely what I warned about in my book that the False Narrative pretends is about some database of intrusive personal information. The need for Deceit is caused by others wishing to also use this tool of subjectivity and internalization, while being covert about it as well.

Once accurately perceived, this aim does not just seem tyrannical. It is unabashedly so. Etzioni sees it as a matter of the community having the right to establish the values that all citizens are to internalize. The World Bank does too since that is part of what Governance is to mean. I have pointed out already that this is the essence of what ED Choice laid out as the new definition of Accountability that is pertinent then to School Choice advocacy.

If our individual internalized preferences can now be changed by education reforms that no one is being honest with us about, are we free? Etzioni said no that “if the preferences themselves are changeable by social and historical factors and processes [or just federal laws like ESSA or state Student Privacy Statutes like Georgia’s] the actor is neither aware of nor controls, the actor’s behavior may be nonrational and is not free.”

Etzioni, with his long-time plans for fundamental social and economic transformations is OK with ‘the community’ controlling what must be internalized. Are we?

Is this really the kind of education reforms that anyone should blindly accept on the basis of catchy phrases or an appeal citing some famous person from history?


Linking School Choice and Third Party Government: Escaping Requires We Recognize the Incarceration

This marks the end of the Trilogy about declarations (insufficiently recognized) to use the powers of governments at every level to close the gap “between the current state of the world and what would be ideal…perfectionism ought instead to inspire a constant striving to make things better. Democracy, in other words, should be viewed as a work in progress.” That vision of making human wellbeing the new purpose of governments needs a particular type of citizen who is a useful mixture of malleable, aspirational, and reliable in their likely future behaviors. That of course is what all these education reforms have really been about and why there has been so much deceit. That quote is from the upcoming inaugural issue of U-Penn’s Journal of Law and Public Affairs on using law and regulation to force societies to provide for the general welfare.

Rule of Law, in other words, needs to join the terms ‘public policy’ and ‘standards-based education’ as transformative tools that few seem to sufficiently appreciate. Let me quote from a second paper that is also cited in books and papers citing the 1990 Politics, Markets, and America’s Schools where we began this Trilogy. It is by two poli sci profs, Jack Knight and James Johnson, but it said not to cite without permission. We will simply discuss it then as it pointed out in 2005 that the ‘problem solving approach to ideas and institutions’ holds that “our ideas, principles, practices and institutions and so forth simply are tools for navigating a social and political world that is shot through with indeterminacy…a pragmatist stance encourages us to place pressure on our cherished beliefs, institutions and so forth. It encourages a broadly experimental approach both to inquiry and, more importantly for present purposes, to politics.”

Now, most of us with experience in adult life and a solid grasp of history, who are not on the Gravy Train to get revenue from being a provider of stipulated services, can recognize that such aspirations will not end well. Maybe that’s why we are not supposed to know what K-12 education reforms have always really been about. After all if someone has an actual aspiration that “political debate must impose restrictions on the structure of individual preferences,” that mischievous, authoritarian goal is best achieved in secret and masked with duplicity if anyone does notice something is up. Tiptoeing through the footnotes of all these papers, pulled up repeated references to a John Hopkins prof, Lester Salaman, and a textbook called The Tools of Government: A Guide to the New Governance .

I guess the students who went through this kind of unappreciated inquiry-oriented assault on their values and conceptions of knowledge when they were younger want to study the theories used on them once they get to university. No wonder they have been so childlike in their responses to the recent US Presidential election. Many have been taught that the “role of government in the twenty-first century” is “more important than ever. The growing complexity and integration of social, economic, and political life virtually guarantees this, as does the need for a keeper of the rules of engagement among various institutions and sectors.” That was me boldfacing that integration since it has been way too unpublicized as well.

Before I explain what Third Party Government is, since the textbook says it is quite advanced in the United States, and that the “last fifty years have witnessed a remarkable revolution in the basic technology of public action in the tools or instruments used to address public problems,” let’s remember that K-12 ‘education reform’ and School Choice are merely tools to effect the desired transformations without any need to get our consent. No need to risk our saying “No Thanks” either. If we wonder why so many supposedly ‘conservative’ and pro-market think tanks have been created at great expense, the language about “bring a wide assortment of social actors into the business of responding to public needs” is a most helpful clue.

Education reforms are definitely needed if the view of government and “the role of public management is not to deliver services but to promote community, to help citizens articulate shared interests, to bring the proper players to the table and broker agreements among them, and to function as ‘proxy citizens.'” Just this past week Greg Forster of EdChoice put out a vision of Accountability that stated what he called the “real goal of education.” It sounded remarkably similar to what is supposedly needed under the requirements of the New Governance and Third Party Government:

“nurturing individuals who achieve and appreciate things that are true, good, and beautiful as faithful citizens of a free and diverse community committed to living in harmony.” The typical family couldn’t even pull that off over an extended Thanksgiving meal and that’s to be the real goal of education that students must “genuinely internalize?” Faithful to whom we could ask? Let’s go back then to the textbook that is being so forthcoming.

“the breadth of the problems government has been called on to address coupled with prevailing antibureaucracy sentiments make this [governments as the dominant supplier of public services] practically, as well as politically, impossible. Government needs its third-party partners both to legitimize and to execute the responsibilities it has taken on. [Note that this is NOT Free Enterprise whatever the Heritage Foundations writes].

On the other hand, however…government simply lacks the authority and independence to enforce its will on other actors the way this concept [monopoly on the legitimate use of force] implies.”

Now I will stop the quote to point out again that this is precisely what learning standards like the Common Core and those previously tied to Time for Results or outcomes-based education sought to do. It is what competency-based education, properly explained, now does–enforce its will for this lucrative conception of Third Party Government on its citizens. Secretly and nonconsensually and hiding behind phrases like School Choice or Internationally Competitive. Under the New Governance tenets and its need for what EdChoice called ‘faithful citizens’:

“What, then, is the role that government should play in the new governance? And how important is it? The answer is that government must serve as the ‘balance wheel’ of the new systems of collaborative problem solving that will increasingly exist. Its function, as we have suggested, is to activate the needed partnerships and to make sure that public values [common good], broadly conceived, are effectively represented in the collaborative systems that result.” Let’s shift away from quoting the aspirations to how it invisibly comes into effect. Following up on all the False Narratives involving the Common Core and who was pushing them I came across numerous references to a 2011 paper I had not previously heard of called Closing the Door on Innovation that was supposedly a response to a March 2011 Manifesto from the Shanker Institute. 

Education reformer Jay Greene wrote the story on Education Next and then the same Greg Forster noted above wrote a piece as well for the Public Discourse from the Witherspoon Institute that is tied to the American Principles Project that has written so many papers and offered up testimony on the nature of the Common Core. is a capture of what the document looked like as it is now hard to find. To make a long process of discovery short, the Shanker Manifesto struck me as how both sides intended for education reform to work at the local, school level. That Innovation report seemed staged to me to create a narrative about what the Common Core was intended to do that would probably have worked better if I had not been writing Credentialed to Destroy back in 2011 and tracking the actual implementation.

What really caught my eye though was the PEPG-Harvard’s Program on Educational Policy and Governance that was behind the Closing the Door on Innovation. PEPG has sponsors from what were supposed to be two differing sides of the Common Core debate. It clearly built on the work of that 1990 Brookings book on School Choice and had all sorts of players like Greene back when he was a poli sci prof at U-Texas (Austin) and AEI’s Rick Hess back when he was a Poli Sci prof at UVa. Seriously, if education is really the best way to achieve political and social transformation, PEPG’s work and the School Choice meme generally all make so much more sense. We have former Governor Jeb Bush as the Chair of the PEPG Advisory Committee and the Gates, Bradley, Koch, and Friedman Foundations all working together.

To use one of my favorite metaphors, Harvard is clearly where the Right and Left Pincers surrounding the Common Core/education reform narrative come to play and plan transformations around poli sci and sociology theories. Its first conference was in September 1996 about the same time as Fordham took over the Educational Excellence Network functions, as we saw in the last post. Ed reform can feel like a track relay race with all the exchanges of batons, but PEPG is formally a program sponsored by Fordham, Harvard, and the Hoover Institution at Stanford. If anyone thinks I am stretching, pull up the original Fall 1997 Annual Report and look at the presentation by John Brandl and his desire to “change the way we govern our schools” to “inspire other-regarding behavior in our students.” The omnipresence of communitarianism we keep running into behind the real implementation makes much more sense once we read that ‘communities is a promising policy instrument.’

Here’s the full quote and a good place to end as we mull over what is really being done to us all in the name of education reforms.

“Consequently, using communities is a promising policy instrument to attain social objectives when neither bureaus nor markets can be counted on to do so. Besides producing services, communities nurture and protect us all, cut costs, create social capital, obviate the need for government services and engender civic virtue. We need a constitutional moment, a time when those holding public office reconstruct government to align the motivations of individuals with public purposes. If they do not do so, the grand responsibilities of government, starting with education, will not be met.”

I did warn everyone that the phrase Local Control was essentially like being thrown into the Briar Patch if one has revolutionary social and political intentions.

Still a Frightening Prospect and No Longer Far Away at All

Why is it that what appears to most people to be innocent phrases of general intent like school choice, social emotional learning standards, the rule of law, or competence (just to cite a few examples I have dealt with) provoke such a strong, specific reaction from me? Because I read the books and articles where people lay out intentions that were never meant to be openly and accurately discussed. For example, back on October 27- November 2, 1968, just before the close and contentious US Presidential election, the Rockefeller Foundation turned over its lovely Bellagio, Italy retreat to the OECD Long-Range Forecasting and Planning Symposium. Once again our invites were lost, but this retreat focused on a “new kind of planning” and the redesign of social systems and the need to “dynamically change human values” to fit with this desire to plan “the creation of a future society.”

The ‘old’ concept of planning had been “essentially short-range in scope” with a concentration “on changing variables within a given system.” Out with the Old and In with the New was big in that epochal year of student riots around the world. The ‘new’ planning would be “essentially long-range in scope” with its concentration “on changing the system itself, i.e. its structure as well as its variables”. All those things I am so concerned about discussing on this blog or in my book Credentialed to Destroy go to invisibly implementing that second conception of planning. The word ‘system’ itself, unfortunately, includes people, hopefully captured during their neurobiologically most malleable years at school. Let me quote from just how extensive the desired planning was and where our title comes from as it is my belief that this is still where the Right and Left Pincer action of the think tanks, politicians, and governments at all levels in every country are taking us.

“The dominant concern over systems design, which expressed itself in the discussions, clearly arises from the recognition that planning ought to be integrative, i.e, cutting across a multitude of dimensions, in particular, social, economic, political, psychological, anthropological, and technological dimensions…the discussions of the Symposium dealt exclusively with two type of joint systems only–the society/technology and the man/society systems.

This restriction was also borne out by the statement that mankind, in its evolutionary process, is now moving from the era of environmental control (achieved through technology) into the era of social systems, whereas the era of individual systems is still far away–indeed a frightening prospect.”

A frightening prospect indeed and precisely where student-centered personalized learning is unquestionably taking us, but that’s not what we are talking about today. I want to explain what happens when the desire for such planning and redesign of what people are at an internalized level, and the human institutions and places they interact with daily, decides to use the law to obtain the necessary coercion. When someone begins to tout the Rule of Law from now on, I want everyone’s anti-manipulation radar to begin to spin at Full Alert Status. Let’s start with a book communitarian prof Amitai Etzioni, who is also the Active Society architect, touted as “If you are going to read only one book in preparation for the 90s–make it this one”–Mary Ann Glendon’s Rights Talk.

Now I had already encountered Professor Glendon insisting that the Rule of Law must be used to get the Universal Declaration of Human Rights into daily operation as a binding obligation. She had already moved well beyond any historic sense of the term–Rule of Law.  In her 1991 book she complained that the law has for too long ignored its potential for a “right ordering of our lives together” where there would no longer be “silence with respect to personal, civic, and collective responsibilities.” If someone sees “legal discourse…as the most important tributary to political discourse” where is it they want to start? Why that would be at the now familiar levels of education and media coverage that “help to shape the interior world of beliefs, attitudes, dreams and yearnings that are the hidden springs of individual and social action.”

A bit more recent Call to Arms for the Global Planning Set is “The Global Values Discourse” from 2012 from Garry Jacobs and Winston Nagan. It lets us know that commencing in 2010 the influential Club of Rome (also started at Bellagio about the same time as that planning conference) and the WAAS–World Academy of Arts & Sciences–laying out an affirmative, normative use of the law for “charting a better collective future for humanity based on universal values for sustaining a world order in the common interest.” If that sounds glorious, be careful as Brazil and Venezuela got touted as early implementers of this Human Development vision and both now have platitudes, dysfunction, and a shortage of toilet paper.

Nevertheless, the point of this post is to alert us all that the Rule of Law now is often obscuring a reality that seeks to “alter our fundamental conception of the source of rights throughout the world and weave a new narrative that embraces and assigns a rightful place to the individual, the community, the nation-state and humanity.” How many of us are aware that the same Institute for the Future which wants to redesign education and use gaming to recreate desired mindsets has also created “An Inventors Toolkit” called “Governance for the Future.” If that’s not concerning enough as a means “to reimagine society for an age of planetary challenges and human responsibility,” how about their involvement in the April 2013 Reconstitutional Convention, “convening a community of social inventors and innovators passionate in designing and creating new governance systems.”

Now if we visit that site we will find Texas Law Professor Sanford Levinson as one of the listed speakers talking about “Is ‘Reflection and Choice’ Possible in the 21st Century?” If that name is familiar he was the first to call for a Constitutional Convention in his 2006 book Our Undemocratic Constitution. His work for a Recon Con should concern us in contemplating where such a Convention of the States would really end up. So should his prior work for the Soros-funded Constitution in 2020 that I have also written about. It does look like the Right and Left Pincers are all interested in disregarding our current Constitution as in the way of pursuing what Justice Breyer called Active Liberty in the August 15 Hic Sunt Dracones post.

Also be aware that in 2008 Columbia Human Rights Law Review published a special issue to commemorate the 60th anniversary of the UN’s Universal Declaration of Human Rights. That issue insisted that this aggressive conception of Human Rights being asserted now in the legal training of lawyers “are rooted not in constitutions, treaties, or legislative acts, but in our very structures as human beings. According to [UDHR], these rights are universal because they are ‘indispensable for…[the] dignity and the free development of…[human] personality.'” Now I may recognize a direct quote from Uncle Karl when I read it, but the average law student does not when told this is the purpose now of the law.

Moreover there is no tip off in the law article on what the UDHR was in turn quoting from. Just one final opening sentence that “They are rights that every government, from the weakest to the most powerful, is legally and morally bound to respect, protect, and fulfill.” It should bother us that the US Human Rights Fund created a report called the Revolution of the Mind. Just like every other revolutionary, they recognize that to be successful in the long run it is the individual mind and personality that must be controlled and redesigned. Unfortunately, no one seems to regard this as a Frightening Prospect anymore. Just a necessary and exciting one that can now be successfully hidden in an online gaming assessment, unappreciated language in a charter, or in the terms outlining acceptable learning methods to be deemed a qualified provider able to accept money from an Education Savings Account.

Out of sight doesn’t mean the Rule of Law with its acute interest in planning at all levels and implementing the UDHR, like it or not, isn’t being bindingly put into place. Just because we do not consider ourselves to be governed doesn’t mean that others have not conceived plans to limit what we can be and control what we must do. Here’s a good example that’s probably completely off our radars. In October 2016 the Habitat III conference commences in Quito with all sorts of revolutionary binding plans for us. is the most recent draft of those plans. A few days before in Bogota (keeping it in same continent and he World Summit of Local and Regional Leaders laying out their plans for us. Here is the UCLG Definition of Local Governance:

“Governance is made up of the political and institutional processes through which decisions are taken and implemented. Governance is most effective when these processes are participatory, accountable, transparent, efficient, inclusive, and respect the rule of law. Good governance is particularly important at local level, where governments interact with citizens and communities on a daily basis.”

I could add that those governments are almost never forthcoming in those daily interactions about what they are really up to, but my point in this post is the dangers in failing to appreciate when planning and the rule of law are actually being used to impose the Human Development Society’s tenets with most of us being none the wiser. In other words, I want people to recognise what is being attempted before the toilet paper runs out and more minds are manipulated as if they were simply malleable play-doh that needs to be made amenable to these plans and new values. In late 2014, HUD commenced a National Preparatory process to implement the rights and obligations being laid out at Habitat III. shows that process in case we also missed that invite.

Anyone hear of the Affirmatively Furthering Inclusive Housing edict? That’s part of the Habitat III creation of new obligations and responsibilities. There were also HUD co-hosted Regional Convenings in Chicago on March 31 (Learning from the City), Philadelphia on May 17 (The City We Want & Need), Denver on May 20, Miami on June 13, and El Paso, Texas on June 22-23, 2016 in case we are neither employees of the Chamber of Commerce or community organizers and thus failed to get an invite.

With respect to the true nature of education reforms, the dramatic alteration in the purpose of the law and what the phrase Rule of Law actually now means, or what is really being imposed on us in the name of meeting human needs, none of us can dissent if we buy into all the false narratives floating around. These have been created by connected entities like think tanks or the Frameworks Institute or even formerly trusted institutions like the PTA , Girl Scouts, or even local churches precisely so laws can be used to bind and ultimately stifle dissent. Our job as still free parents, citizens, and taxpayers is to recognize all these coordinated plans for what they are and what they intend to do to us.

These are all frightening prospects and some are no longer far away at all.

False Selling of Education Terms as Remedies Obscures Real Function as an Accelerant

When a false narrative is set out with respect to education, such as misrepresenting concepts and practices like standards, School Choice, social emotional learning, or labeling NAEP and PISA as ‘tests,’ parents and taxpayers who believe they are getting accurate information from an ‘expert’ get led astray. Worrying about the wrong things and not paying attention to the real functions, they are unable to best protect their children or their tax dollars. Most never seem to think in terms of conflicts of interest or the agenda of the paymasters of the various think tanks. I want to deal with the admitted agenda of the Declared Leftist Radicals first and then show why I disturbingly keep finding language on the supposed Conservative, market-oriented, or Libertarian side that is clearly headed to the same place.

Let’s start with this paper from 2010

It started by declaring that “we confront daunting twenty-first century challenges hobbled by twentieth century institutions.” Now I read enough Leftist sites and books to know they repeatedly call for “new forms of social organization.” What if we cannot see that schools have become a radically new form of social organization because we assume we have a choice? Then all the limitations now placed on how schools and students must interact and offer instruction would be hidden behind obscuring misdefinitions. We would have an illusion of choice, but a reality of unappreciated prescription. That same link ends with “As with any democracy, the legitimacy of global governance rests with engaged citizens who demand rights and assume responsibilities. The globalization of the human project sets the historic condition for a corresponding enlargement of identity and community.”

What if that goal for creating “a worthy planetary civilization” relies on governments at all levels stipulating performance and achievement ‘standards’, which regulate what anyone  must know or do? What if those same levels of government describe the desired values, dispositions, ethics, and beliefs that students are to internalize? What if those stipulations get hidden as social emotional learning, character, or civics education? What if parents never grasp that both NAEP and PISA are looking to assess for whether the desired internalized, prescribed attributes have taken hold at a neurobiological level? Parents might then never know that their child was being socially reengineered at school because they believe those measures are ‘tests.’ They would have been misled and might fail to recognize the existence of a PDM–a Political Disciplinary Mechanism–used to make sure that the subsidiary levels of government remain faithful to the desired national or global implementation.

Remembering my Pincer Action metaphor from the last post, let’s shift to what UK Sociologist Anthony Giddens wrote in his 1994 book Beyond Left and Right: The Future of Radical Politics where he talked about shifting from a welfare state to Positive Welfare. As I have documented previously, that fits with what various members of the Atlas Network state they are seeking when you read the fine print and the declared agendas of some of their touted speakers (my bolding).

“Happiness ‘does not depend on outside events, but rather on how we interpret them’; it is ‘a condition that must be prepared for, cultivated.’ It depends less on controlling the outer world than controlling the inner one. ‘People who learn to control inner experience will be able to determine the quality of their lives, which is as close as any of us can come to being happy.'”

Grammarians will notice Giddens was quoting someone, which I will get to in a moment. What if social emotional learning and quality learning are actually designed to change how the child perceives the world just as Giddens desired and parents are unaware because they have been trained deceitfully like Pavlov’s Dogs to simply worry about databases of Personally Identifiable Information? The proclaimed needed cultivation and internalized control would be put in place through the schools to be lasting and unconscious with parents none the wiser. Giddens was in turn quoting Mihaly Csiksentmihaly, who is the creator of what Excellence actually means in education. Long time readers will also recognize Csik’s involvement in GERG–General Evolution Research Group with some of the systems theorists I have tagged to this post.

Now remember that civil rights laws are now being interpreted to REQUIRE Excellence and Equity in education. It’s just not the Webster’s definition of Excellence in play. Now I am about to introduce yet another one of those nerdy words that occasionally are necessary. This time though the word autotelic is not mine. It is once again Giddens, quoting Csik so here we go.

” A person who pays attention to an interaction instead of worrying about the self obtains a paradoxical result. She no longer feels like a separate individual, yet her self becomes stronger. The autotelic individual grows beyond the limits of individuality by investing psychic energy in a system in which she is included. Because of this union of the person and the system, the self emerges at a higher level of complexity…[this, however,] requires determination and discipline. Optimal experience is not the result of a hedonistic, lotus-eating approach to life…one must develop skills that stretch capacities, that make one become more than one is.”

Now if that development of the autotelic self is actually what social emotional learning standards and the hype over Grit, Perseverence, and a Growth Mindset actually get at, this letter to Congress would be setting both Congress and parents in the wrong direction. Plus the supposedly proscribed and even boldfaced for emphasis, “fundamental theory of liberty upon which all governments in this Union repose excludes a general power of the State to standardize its children by forcing them to accept instruction…” would continue unabated. That’s the effect of either deliberately False Narratives in education or just confusion or ignorance about the true nature of these reforms. No need for Personally Identifiable Information to thoroughly standardize a child at an invisible level.

I want to quote Giddens one more time and then show why I am so sure that as currently set up under federal and certain state laws, money following the child is designed to get precisely that kind of proscribed standardization at an internalized, neurobiological level. I also think if parents got in the habit of reading school or district charter language and private school mission statements they would quickly discover it is not just Giddens and Csik wanting to foster an autotelic self. I think we may also have found the reason why my research into the Positive School Climate mandate back in 2012 led me straight to Professor Amitai Etzioni and his communitarian ethics (italics in original).

“A generative model of equality, or equalization, could provide the basis of a new pact between the affluent and the poor. Such a pact would be an ‘effort  bargain’ founded on lifestyle change. Its motivating forces would be acceptance of mutual responsibility for tackling the ‘bads’ which development has brought in its train; the desirability of lifestyle change on the part of both the privileged and less privileged; and a wide notion of welfare, taking the concept away from economic provision for the deprived towards fostering the autotelic self.”

As a supernerd who keeps a 1962 two thousand page Webster’s in her vicinity at all times when she writes, I can affirm that the word autotelic has no entry in the version that goes back to the 1940s. Telic, however, made it in and means “directed toward an end; purposeful.” Autotelic then would mean being unconsciously directed towards ends someone else has picked out for us and may not have told us about. We might also have been given a false narrative about what standards, School Choice, and social emotional learning are really all about and falsely believe ourselves to be well-informed. Going back to Excellence, if someone has used school and instruction to manipulate what we each feel, think, and want, do we really have our own purposes anymore?

Back in early July, the publication Education Reimagined cited the Reschool Colorado: Creating a New Education System template as an exemplar. That caught my eye not just because of Columbine, but also because Colorado is where the GERG template for Achieving Excellence was first piloted in the 80s. What I found was something called the Learner Advocate Network, that is still in the design phase, but is where money following the child is intended to end up. I also was familiar with the phrase Capacity (Skill, Content, Disposition) from the Human Capabilities and Development work of another admitted Leftist Martha Nussbaum and Atlas Network preferred speaker Amartya Sen. Interesting coincidence, huh?

That recognition made the need to locate Reschool Colorado’s Framework for the Future of Learning all the more crucial. If that’s not another way to express an engineered autotelic self without admitting that reality and convergence of the Right and Left, I don’t have a mountain of research leading to this exact same place through the decades, across continents, and with differing declared rationales. Isn’t everyone else excited about being assessed as Academically Prepared under those definitions, being a Self-Manager, Socially Intelligent, and a Solution Seeker all under the standards put in place quietly by a state or local school district? Pertinent to the fed’s new statute mandating Success for Every Student, we have Colorado avoiding any PDM by insisting that its “definition of success should include the multi-faceted ways individuals may seek meaning in life and contribute to the world.”

Oh, joy. Maybe they too can cease to think of themselves as an individual and instead look to their membership and responsibilities to the broader systems they live or work in. Now Reschool Colorado is an initiative of the Donnell-Kay Foundation that hosted this Book Event for political scientist and educational researcher Rick Hess of Atlas Network member, American Enterprise Institute. If that seems coincidental, the foundation is also a major advocate of public charter schools. See what I mean about where School Choice is actually headed? In a world where Stanford’s Hoover Institute partners with Harvard’s Kennedy School of Government to publish Education Next it shouldn’t be such a surprise that the so-called Right and Left Pincers are herding us to the same place.

What is harder to know is that the Kennedy School of Government’s Elaine Kamarck, then Executive Director of their new Visions of Governance for the Twenty-First Century, was part of Giddens’ 2001 Conference and book called The Global Third Way Debate. That would tie the Hoover Institute and its work in education to that vision as well, which may be why School Choice now leads to that Framework for the Future of Learning that wants to prescribe internalized capabilities every bit as much as Professor Nussbaum, Amartya Sen, or Csik. Remember my concern about the Process Theory of Law in the last post where something gets declared to be a “matter of public policy” and then the law becomes an unappreciated hand-servant to force the vision on us as if we were all just subjects and the governed? My research journey on that point led me to a 1998  Columbia Law Review paper called “A Constitution of Democratic Experimentalism.”

Want to guess what that theory and affirmative view of a radicalised Constitution needs? It needs practices in education that get to and shape personal “identities and capacities.”

Precisely what the Left has admitted it seeks to do repeatedly.

Precisely where that Reschool Colorado Framework for the Future of Learning went as well.

That’s quite a convergence and plenty of reasons for all the obfuscations we encounter from people who claim to be education experts.

As always, Follow the Money.


Hic Sunt Dracones: Decreeing Public Policy as the Boss of All of Us Without Genuine Notice or Consent

Hic Sunt Dracones is Latin for the warning phrase “There be Dragons” which seemed a perfect way to end this Trilogy. I have been warning of the coordinated convergence of what can only be described as a Left and Right pincer action to shepherd people blindly in a common direction. The rationales vary, the soothing euphemisms differ, and the admitted alliances among various public policy think tanks shift nominally. Behind all the deceit though, the distant social, economic, political, and personally enslaving destination never varies anymore. Since the Left at least admits what it intends, let’s start there and then I will show how the Right Pincer works as it seeks to guide to the same place in our respective futures.

When I started this Trilogy, I had come across a phrase “the process theory of the law” that seemed to fit with what I had been seeing on how to reliably lock the real Education and other local initiatives that we now know fit with the Social Determinants of Health or what Urie Bronfenbrenner called the various levels of his Bioecological Systems Theory into place. When we read references to the ‘rule of law’ now, most times it actually (and invisibly) references an affirmative, normative use of the law to bind individuals to a vision selected for them, whether they recognize this reality or not.

The Process Theory of the Law was developed at Harvard in the late 40s and spread to other elite law schools. It was apparently an elective 2nd Year Course there that has greatly influenced what many in our federal judiciary here in the US and also the professorate see as the new late 20th Century and 21st Century use of the law. Since SCOTUS member Stephen Breyer is considered an exemplar and he does like to write books, let’s take a look at what he laid out in Active Liberty: Interpreting Our Democratic Constitution. In my mind what Breyer is saying is that the law and cries of public policy, human flourishing, and democratic purpose can all be use to enslave the individual. (my bolding)

“…a certain view of the original Constitution’s primary objective…sees the Constitution as furthering active liberty, as creating a form of government in which all citizens share the government’s authority, participating in the creation of public policy. [See why I have been warning we will not like where the phrases governance or self-government actually shift us?] It understands the Constitution’s structural complexity as responding to certain practical needs, for delegation, for nondestructive (and hopefully sound) public policies, and for protection of basic individual freedoms. And it views the Constitution’s democratic imperative as accommodating, even insisting upon, these practical needs.”

Now, not to be sidetracked by political theory here, but when someone starts to insist that meeting human needs is an obligation the State at all levels and each of us has, we have shifted to Uncle Karl’s Human Development Society, whether anyone cites the bearded old destructive theorist or not. This relates as well to what I covered here back in January If anything the drumroll of deceitful false narratives and the offered rationales have simply become more profuse in 2016. Let’s go back to someone who at least admits to where this is all going and who remains alive in a place to see it implemented.

Let’s look up Stephen Breyer’s definition of the law and how a legal text should be interpreted: “law that helps a community of individuals democratically find practical solutions to important contemporary social problems.” See how it is not about the individual anymore except as needed to bind him or her to the stipulated common vision? Anyone still wondering why the actual definition of Career Ready Practices for the Classroom or mandated Positive School Climate for the school all end up pushing practices backed by communitarianism theories? Breyer hypes a theory he calls ‘cooperative federalism’ because of the federal government’s limited “ability to control the activities of individuals and businesses.” Get a different level of government to do it then and then hype it as “preserving a more local decision-making process.”

Does that sound to anyone else like the official talking points on ESSA–the new federal education legislation? How about what a recent paper from the RSA in the UK told us about New Public Governance and “Changing the Narrative: A New Conversation Between the Citizen and the State”:

“it is actually the local state rather than the national state that is best positioned to re-negotiate its relationships with citizens, communities, and businesses. Potentially at least, local government operates at a scale of accountability, with a degree of accessibility, and with a sensitivity to identity and diversity that it would be hard for central states to match.”

Potentially at least, but not when the mayor, state legislator, city council members, or other local political figures go to presentations by local think tanks or go to national conferences to be trained in viewing their cities, schools, area businesses, etc. as systems that can be planned and directed by political power and the affirmative use of the law. As part of the right pincer, supposedly opposite side of the Guided by Public Policy Sluice, we get lots of talk these days of ‘subsidiarity.’ Yet if we have School Choice that actually leads to internalized changes in beliefs at the level of the human mind and prescribed practices that make responding from emotion an unconscious habit, are we not playing right into what Stephen Breyer called a “lawmaking process…[that] involves changes that bubble up from below…this ‘bubbling up’ is the…democratic process in action?”

Under Standards- or Competency-based education and where School Choice actually leads under current legal dynamics in charter language or when money follows the child, what is in place to ‘bubble up’ is still to be very much of a planned, directed blueprint down to the ‘internalized capabilities,’ beliefs, and values of the students. Suddenly the Right and Left pincers, education policies, and the actual use of the law mean that every level of any human activity system, including people individually, are being guided in a coordinated, planned manner so that “laws will work better for the people they are presently meant to affect”  as Stephen Breyer put it.

At least he is honest with his declared “better to translate public will, determined through collective deliberation, into sound public policy.” My problem is when I hear a think tank fellow tell a group that they must adopt his recommended education policies or a state will never be able to afford the health care costs of its aging population when I know the policies do not actually work as prescribed. Likewise when I heard about the speech of Donald Trump Jr at the Republican Convention, it was apparent to me that someone had incorrectly explained to him how School Choice operated in reality. Since he cited FH Buckley of George Mason Law and his book The Way Back, and Professor Buckley agreed he was the advisor, I decided to take a look.

That April 2016 book may be one of the more obnoxious books I have ever read. We have to wonder why the Bradley Foundation that owns Encounter Books wanted this particular narrative to be disseminated. “Socialist Ends by Capitalist Means” is the declared premise and it envisions a future where “everyone is provided with the opportunity to flourish.” Stephen Breyer calls that active liberty and Amartya Sen considers that to be what individual freedom is now to mean. See what I mean about right and left pincer action once we recognize the underlying theory and what the admitted Left states they intend to do with it?

Interestingly, we may want to tell Professor Buckley about the BRAIN Initiative I have covered and the Science of Virtues Project the Templeton Foundation and the NIH are pushing at the University of Chicago since he sarcastically declares that: “I haven’t heard of plans to rewire our brains to eliminate it” [referring to the acquisitive instinct of individuals throughout history]. I do not know why Professor Buckley chose to cite so many radicals and admitted Marxists from the Left to frame his desire that “the promised land of equality might follow.” I recognize them because I have to read so much from the Left to accurately locate these blueprints. I do not want the US to become Denmark as the book cites and I know Buckley knows his Marxist theory because he states:

“As the most advanced capitalist country, America should have been the first place where socialism triumphed, according to Marxist theories of history…Today America is both unequal and immobile. As that becomes more apparent, we might begin to see the kind of class consciousness that Marx thought was missing in 1850s America, and with this a greater support for wealth redistribution schemes.”

Does that sound ‘Conservative’ or pro-market? When I say this is Uncle Karl’s vision and both sides are pushing it using euphemisms, I am not using my imagination to chase ghosts. At least Justice Breyer states honestly where he intends to go with the law, even if he is prone to taking a political theory like ‘deliberate democracy’ and stating it as a factual tool to now be used. He also cited a revisionist historian Bernard Bailyn who is associated with what James Block in A Nation of Agents called a major effort to “frame fundamental historical divisions as the precursor of a new organization of society.” See what quotes I can locate when I recognize a cited fact as actually not true?

Block went on to say that this so-called “republican reading of history” should be seen as “at least in part as a quest for participatory community composed of virtuous civic actors living for the common good.” Sounds like what Stephen Breyer wants as an active liberty, ‘bubbling up’ process and what Uncle Karl pronounced as the Human Development Society. So where’s the tie to Buckley’s book? Well, Block stated that other proponents of this republican misreading of history, as I will call it, “were Gordon Wood and JGA Pocock.” Gordon Wood is the historian Buckley kept citing to in The Way Back. Methinks The Way Back is actually the way forward to Uncle Karl, which is why the book really exists and if I were not a lawyer, history major, AND a maniac researcher I would never have recognized what was wrong with the framing of the book and where it really goes.

Accept the offered vision and defer to the prescribed path from a so-called pro-market public policy think tank. No need to actually accurately inform all of us people being affected. Buckley ended his book with the phrase “Ye are Many, They are Few” and called on a rejection of an “America…increasingly riven by class distinctions, best explained by the sociobiological imperatives of parents who wish well for their children.” Such poppycock, but intended to be influential and deferred to nonetheless.

If we are able to still rely on facts, habits of logical thought, and an accurate understanding of all these coordinated Public Policy sales pitches, we might not go along with the planned vision. We may still be capable of climbing off the Public Policy Sluice or departing the Planned Pathway and jumping free. That’s why we adults get spoon fed euphemisms if we are not on board with the declared Left Fundamental Transformation. Students are just to get neurologically reshaped via Preschool through high school until they are amenable to this entire planned process.

Who else is ready to step off the clearly set out pathway prescribed by the admitted Left and aped by the so-called Right? Ready to move away from the Pincer Action of a Planned Upravleniye Society?



Not Subtle Enough–Enslaving Us All in the Name of Health, Equity, and Well-Being

That was a longer break than I had intended, but sometimes real life interferes with explaining plans for the future. Luckily it did not interfere at all with documenting those plans so here we go with Part 2 of this Trilogy with even more pertinent facts from just the last week. So what’s this reference to ‘subtlety’ and is the verb ‘enslaving’ accurate or hyperbole? I will let each of us decide that when this Trilogy is complete. The reference to subtlety though comes from a February 2016 paper setting out “a means to conceptualize, regulate, and shape development processes.” Now given what I have been hammering on all summer, virtually everyone reading this can rightfully predict this refers to what a student, or the adult they become, has internalized as their guiding values, beliefs, and mental models. It also refers though to physical spaces like cities, schools, workplaces, and virtually any institution in a community.

Whole Society means precisely that. Under various UN and national pushes (HUD for example, under Julian Castro began to roll out all the Habitat III goals in December 2014. Did you get the memo?) implementing the “Post-2015 Sustainable Development Goals” we find a repeated and explicit insistence on new “Modes of Governance.” Now I am quite sure all the public policy think tanks suddenly calling for a constitutional convention in the US is just coincidental, but in case it is not, let’s listen in on the nature of the shift, especially as student competencies are pitched as being about ‘self-governance in the 21st Century.’

“Governing can be considered as the totality of interactions in which public, as well as private, actors participate with the aim of solving societal problems or creating societal opportunities; attending to the institutions as contexts for these governing interactions; and establishing a normative foundation for all these activities. Commonly phrased as a shift from government to governance, the notion of governance entails a process of interaction between different societal and political actors and the growing interdependencies between the two as modern societies become ever more complex, dynamic, and diverse…In hierarchical governance the focus is on the steering role of the state in respect to governance. The state has shifted its pattern of steering away from direct legislative intervention and control to more subtle forms of regulation and oversight.”

See what I mean about not subtle enough if I am reading the plans before they are even enacted and writing books and blogs about what learning standards, School Choice, and Social Determinants of Health really mean? Let’s pick up one more quote as “Self-governance refers to the capacity of people to govern themselves, where actors come together to frame their own collective solutions.” Now when you hear the terms ‘self-governance’ or ‘autonomy’ is Priming for Collectivism a definition any of us have in mind? See how the Subtle Steering comes in? When we hear someone calling for Health as a Human Right or Equity in Outcomes for all Students, do we immediately recognize this is another subtle agreement telling politicians at all levels to mandate “positive and constructive changes in social arrangements”?

That Success for All and Excellence are about education where schools, public or private, must concentrate on the “cultivation of those habits, dispositions, required for virtuous activity and enlightened change. Furthermore, these creative habits can flourish only with the proper social conditions. This is one reason Dewey placed so much emphasis on education–education that begins when a child is born and continues through and beyond formal schooling.” That was from Richard Bernstein and is cited as “Creative Democracy-The Task Still Before Us” and is available as a Blueprint for the Planning and Public Policy set who fully intend to steer away in what is being pitched as a People-Centered Society. Oh, Joy.

When I was looking into the Community Schools mandated in the US by ESSA, the new federal statute signed in December 2015, it led me to a new acronym–HiAP. Health in All Policies was a new phrase, but following it has taken me on a global Internet journey to the rationales for the very programs now being foisted on us by various federal agencies and local governments all over the world, especially in the US. First up was the 2010 Adelaide Statement on Health in All Policies: Moving Towards A Shared Governance for Health and Well-Being” that left me not feeling very well after I read it. Like the Culture as Sustainability paper quoted above that will be covered in Part 3, HiAP is grounded in an insistence that “increasingly, communities, employers and industries are expecting and demanding strong government action to tackle the determinants of health and well-being and avoid duplication and fragmentation of actions.”

That unpublicized aim insists the “causes of health and well-being lie outside the health sector and are socially and economically formed.” Meeting the supposed demands of local employers and industries, which is after all the new role of K-12 education, becomes about a need for “joined-up government” and “another approach to governance.” I am really learning to hate that little ‘-ance’ suffix that seems so innocuous. Suddenly and out of sight we have the implementation of a ‘new social contract’ that sounds just like a Karl Marx Blueprint for where history should lead. Subtly and via education especially, we have a call where “Governments can coordinate policymaking by developing strategic plans that set out common goals, integrated responses and increased accountability across government departments. This requires a partnership with civil society and the private sector.”

Readers of my book Credentialed to Destroy will recognize that alliance as the Turchenko vision for achieving little c communism in the West. Interestingly enough we now know that the Adelaide Statement in 2010 reignited a global agenda launched in 1978 in Alma Ata, USSR. All these coincidences, huh? That Alma Ata Declaration was also trumpeted in the October 2011 World Conference on the Social Determinants of Health in Rio where we also failed to get an invite. That Political Declaration insisted that “health equity is a shared responsibility and requires the engagement of all sectors of government, of all segments of society, and of all members of the international community” to “achieve social and health equity.”

How? Glad to be asked. We have all been committed to “improve the daily living conditions; to tackle the inequitable distribution of power, money and resources; and to measure and understand the problem and assess the impact of action.” On the latter, I had never heard of Professor Donald Campbell, his Experimental Society, or Democratic Experimentalism until this past month as I tracked all these initiatives. Apparently back in 1969, social scientists decided “The United States and other modern nations should be ready for an experimental approach to social reform, an approach in which we try out new programs designed to cure specific social problems.”

Back to Rio and then on to Finland in 2013 and Shanghai this November, as we are all being bound to an agenda that insists that “health inequities arise from societal conditions in which people are born, grow, live, work and age” and are known as Social Determinants of Health. This agenda cares a great deal about addressing power imbalances so all the Hype about Black Lives Matter and trying to gain equivalence among the “killings in Dallas” and the “shootings in Baton Rouge and St Paul” (as if murderous intent was no longer pertinent) makes so much more sense if the only acceptable remedy is for action on the Social Determinants of Health:

“both for vulnerable groups and the entire population, is essential to create inclusive, equitable, economically productive and healthy societies. Positioning human health and well-being as one of the key features of what constitutes a successful, inclusive and fair society in the 21st century is consistent with our commitment to human rights at national and international levels.”

To bring the discussion back to just education for a moment, we have the draft document for Shanghai’s upcoming 9th Global Conference on Health Promotion in its Social Mobilization Brief insisting that “Critical to success will be maximally mobilizing the unique enthusiasm, spirit, and social media know-how of youth, ensuring that they are fully engaged in social action and political processes.” Fully engaged and trained through school to help shift to what Marx called the Human Development Society with all the implementing measures subtly hidden away lest enough people rebel in time.

This past Tuesday, about two weeks after I originally planned to write this HiAP post, NAS released a paper on a February 2016 Workshop called “Framing the Dialogue on Race and Ethnicity to Advance Health Equity.” Beginning to see why Michael Brown’s actual activities in Ferguson, Missouri that fateful day or what Trayvon Martin was really up to and how he no longer looked anything like the pictures chosen by the media are so useful to the True Transformational Agenda we are not supposed to get until it is too late? It calls for all institutions, including schools and universities, to “develop an equity lens.” That lens is defined as “understanding the social, political, and environmental contexts of a program, policy, or practice in order to evaluate and assess the unfair benefits and burdens within a society or population.” The workshop also stressed how to ‘frame equity’ in terms of “privilege and oppression.”

The “Reframing Communication to Advance Racial Equity” insisted that “the primary factors that shape the health of Americans are not medical treatments but rather the living conditions they experience. These conditions have become known as the social determinants of health. Our health is shaped by how income and wealth is distributed, whether or not we are employed, and, if so, the working conditions we experience. Furthermore, our well-being is also determined by the health and social services we receive and our ability to obtain quality education, food, and housing, among other factors. Health and illness follow a social gradient: the lower the socioeconomic position, the worse the health.” The Workshop was citing work from the Frameworks Institute that I first wrote about here.

Fascinating coincidence since this paper that is technically about the UK has a title “New Narratives: Changing the Frame on Crime and Justice.” It goes a long way towards explaining why all these bad actions by actors deemed from underprivileged groups get overlooked and misrepresented in the prevailing ‘narrative’ of what happened. Its conclusion is that the “most effective strategy for preventing crime may well be to strengthen other social services, such as those that relate to education, housing and mental health. Building the political will to strengthen these systems is a crucial objective.”

That’s an understatement. The political will in other words gets built via education and the hyping of Privilege, Oppression, and Inequities at every opportunity. Meanwhile the solutions compel all our modern nations towards collectivism, while reframing Marx’s obligation to ‘meet needs’ as Health Inequities that must be remedied via governmental power.

Binding but invisible was the game plan. Luckily though these mandates are Not Subtle Enough for a Diligent Parent and Researcher just following the laws, regulations, and tracking down mysterious definitions.


Orchestrating an All-Encompassing Conception of the Legitimate Domains of Government Control over Individuals

If anyone managed to avoid the fury over this past weekend over the Obama Administration’s Transgender Bathroom decrees and this , you either have a set of headphones we would all like to acquire or you had a loved one just graduate. Most of the coverage and outrage is directed at imagining the physical intrusiveness of this edict. Occasionally we will get someone stating that this is not the role of the federal government. Reading both those releases though makes it quite clear that we have governments insisting they can command ‘citizens’ to defer to personal perceptions that disregard physical reality.

Let’s take a look at how useful that command ability is for those who have long sought to bring fundamental transformation to human societies, targeting what people value and how they must behave. Anyone think it is a coincidence that the sacred point for deference–personal perception–is precisely the point that the cyberneticists have wanted to control going back to those Macy conferences in the 40s? I just happened to have an essay from 1973 from Heinz Von Foerster (who edited the conference reports) telling researchers that “Since there are only 100 million sensory receptors, and about 10,000 billion synapses in our nervous system, we are 100 thousand times more receptive to changes in our internal than in our external environment.”

Is it any wonder governments have decided to target that internal ‘Simplex’ at a biological, neural level to gain the compliant citizens they (and their donor class like the Chambers of Commerce) want for the 21st Century? Refuse to believe me because it seems too horrible to contemplate? Let’s go looking for well-connected confessions from people at two places that have been ringleaders in these plans for us going back decades–MIT and Harvard. When I found out that in 1987 Stewart Brand wrote a book called The Media Lab: Inventing the Future at MIT, I got a copy.  The last chapter has a fascinating, matter-of-fact conversation with Peter Schwartz that called attention to something I warned about in the early days of the blog.

“Schwartz: No, I think most of the world still believes it is appropriate for the government to control what the people will know. It’s really quite amazing–to me at least, having grown up in the United States. Regimes everywhere are–a term that is not well known in the United States–dirigiste. French word. Literally, it means state direction. It isn’t socialism, it isn’t fascism, it’s essentially the idea that part of the central role of the state is to direct society–as opposed to take care of a few things and let everybody else take care of themselves, which is [was?] the US philosophy. Most every country in the world is in some sense dirigiste.”

Now even if I had not explained recently what Upravleniye meant or the Science of the Individual or the required state and local economic planning now in WIOA or the change and then monitor the mental models of each student laid out in ESSA–the new federal education legislation, anyone want to venture a guess as to which direction global education reforms emanating from the UN would be taking the US on the dirigiste template? But the MIT conversation was not over and the other speaker was Jay Ogilvy, formerly director of research of the Values and Lifestyles Program at SRI International. Now I know SRI used to stand for Stanford Research and was involved in a hugely troubling task force called Changing Images of Man among lots of other things. Let’s listen in decades later to what Ogilvy said to Brand:

“Ogilvy added: What gets me is how utterly inappropriate our basic economic categories are. We need to recast the concept of property for one thing, because in Marx’s terms property is by definition alienable: that is, unlike your elbow which is you and not yours, property must be transferable to another (alia equals other). I sell you the cow. You got the cow. I don’t have the cow anymore. I sell you information. You got the information. I still have the information. That’s one anomaly.

Another anomaly: intrinsic in information is the ‘difference that makes a difference’–to a receiver. So the condition of the receiver is an important part of whether a given signal is or is not information. Is it news or isn’t it news? Well, that depends on the receiver and the receiver’s ability to understand it. That’s not true of a ton of steel. It’s not true of a ton of wheat.”

Where else do we get such a chance to eavesdrop on insiders so we can recognize that we, and especially students with still malleable minds, are the receivers (author’s italics but my bolding) whose ability to understand needs to be manipulated at the internalized (see ratios above), neurological level. Still resisting? When I kept encountering references to the book Harvard and the Unabomber and the social science experiments it laid out going on at Harvard in the 50s involving some of the Macy Cybernetics conference participants, I decided I should read it too. Turns out the author Alston Chase had also graduated from Harvard in the 1950s and he was rather matter-of-fact as well about how “Psychology came to be seen as a powerful tool that could be used for good (when employed by an enlightened elite) or for evil (when used by Hitler).”

On the list of things the Enlightened forgot to mention was the “rise of psychology in public policy” because “the masses could not be trusted, or, as the historian Ellen Herman put it, summarizing the thinking of this time, ‘mass opinion was dangerous as well as fickle…[It] was a real threat to rational planning.” Another word for such planning is dirigiste and the most effective and hard to observe place to enact such planning would be to go after what the so-called receiver has internalized to guide their perceptions and then interpretations of daily experiences.

Still want more quotes as to intentions? “Yet in their heart of hearts they had lost faith in people and embraced a new paternalism. They became what historian Brett Gary calls ‘nervous liberals,’ beset by ‘propaganda anxieties.’ Saving democracy, these scholars concluded, required new psychological techniques that would point public opinion in ‘correct’ directions. Social science was seen as not just a way to understand man, but to control him as well.”

Well, I am ready to leave Cambridge and whatever is in that air along the Charles River beyond world-class hubris. Let’s get back to why all this is clearly relevant to what the planners want to achieve with these Transgender Edicts. When I wrote my book Credentialed to Destroy , a professor–Ernst Von Glasersfeld and his theory of radical constructivism–figured prominently in what was known in the 90s as the Math Wars and what is really being changed via math classes now. What I learned recently was that Glasersfeld’s theories were a part of cybernetics aspirations and that he had written for a 1984 book called The Invented Reality.

Now if governments wish to guide societies and control citizens at a neural level without that really being appreciated, how useful is a theory of education or philosophy (depending on the department of the advocating professor) that preaches to students and future doctorates and administrators that:

“it does not matter what an object might be like in ‘reality’ or from an ‘objective’ point of view; what matters is exclusively whether or not it performs or behaves in the way that is expected of it, that is, whether or not it fits.”

Getting at perception and controlling it gives a means to literally change how students will act in the future to alter reality and how they will insist on interacting with others. That’s why the physical reality of anatomical parts and other ways to protect privacy and feelings are not enough for the Civil Rights Advocates. They know, and we should to, that all these theories on how to turn students, principals, and people in general into Marx’s Makers of History ride on using education to control perception. People may not like the bathroom edicts, but is anyone questioning the legitimacy of legally compelling how the world must work simply on the basis of a student’s declared perception of being transgender?

In 1979 Glasersfeld and a Viennese prof, John Richards, published a paper called “The Control of Perception and the Construction of Reality.” I am really not speculating here on how crucial controlling individual perception has always been to transformational plans to a planned society that meets all human needs. The transformationalists, showing their fondness for italics, want to shift the purpose of education away from What is the structure of the real world? to a cognitive, internalized emphasis on What is the structure of our experiential world? That is precisely the point of emphasis in the Transgender Edicts: Does the student perceive themselves to be a different gender? No need for psychiatric or medical evidence. A personal declaration will do and must be accepted at face value.

This is simply a furthering of the governments’ desire for to be dirigiste and to plan using psychological techniques. As that 1979 article in Dialectica stated, that desired shift simply needed that “We thus redefine ‘knowledge’ as pertaining to invariances [like how they subjectively perceive gender or racism or White Privilege]  in the living organism’s experience rather than to entities, structures, and events in an independently existing world. Correspondingly, we redefine ‘perception.’ It is not the reception or duplication of information that is coming in from the outside, but rather the construction of the invariances by which the organism can assimilate and organize its experience.”

Anyone beginning to see why all mandates now push a concept-based, activity-oriented [project-based learning] focus for education for everyone? We need to recognize that the theorists are using education to enact their observation that “the brain’s model of reality, as far as consciousness is concerned, is reality–there is nothing else to perceive.” By manipulating that model of reality through educational practices and then insisting that we must all defer to that manipulated perception of reality, the Transgender Edicts are not just about bathrooms and privacy. The government is continuing to insist that individual perception is a legitimate area for it to manipulate. Then we must all accept the results of the consciousness that was intentionally fostered to believe in the need for change.

A Haverford philosophy professor cited in a footnote concluded that ” today [writing in 1988] the type of dialogical communities that are required for its flourishing are being distorted, undermined, and systematically blocked from coming into existence.” The Transgender Edicts with their deference to personal perception over actual reality, the Science of Virtues and other pushes of Character and values first, and the ubiquity now of a Whole Child emphasis and emotions as an integral component of learning are all means to remove the barriers to the desired communities that promote the desired “solidarity with our fellow human beings.”

I am not the one who throughout the 80s in elite higher ed kept quoting from Marx on what must be done to change history. This is how Richard J Bernstein concluded his book on Beyond Objectivism and Relativism:

“Marx’s second thesis on Feuerbach, especially his claim that ‘man must prove the truth, the reality and power, the this-sidedness of his thinking in practice,’ is a fitting conclusion to this study. We can no longer share Marx’s theoretical certainty or revolutionary self-confidence. There is no guarantee, there is no necessity, no ‘logic of history’ that must inevitably lead to dialogical communities that embrace all of humanity and in which reciprocal judgment, practical discourse, and rational persuasion flourish.”

So ‘standards-based education reforms’ were called on to alter perception to force what was never inevitable at all. Now we get legal decrees to further that same actual mandate and restart the hoped-for transformation.

See how this is not really about locker rooms and bathrooms?

Straddling the Worlds of Action and Knowledge: Values as the Driving Force of History

Let’s go back to that aspiration for “Rethinking Patterns of Knowledge” from the last post since what has been admitted as being ‘controversial departures from the Western traditions’ is laid out in documents we were never supposed to see. We were to simply accept vague terms like ‘standards-based reforms’ being mandated for the classroom as within the unquestionable domain of anyone with an education degree. Even if the implementers and school and district leaders are totally unaware that there is an underlying controversy or that the real purpose of a required practice is that: “we are perhaps ready now to apply Marx’s dictum–that the point was not to understand history, but to change it–in a way quite different from what he intended.”

Now, shouldn’t that aim be accurately understood and not simply rolled into standards, pedagogy, and practices like Project-Based Learning or formative assessment via virtual reality gaming? Now the author of that quote, who also saw people as merely the steerable “individual elements of a complex system” went on to state a view of education and its new transformative aims at a neural level that we must pay attention to if we are to have any hope of avoiding the “leveling the playing field” plans for us. Seriously that is a quote from the Global Silicon Valley ed tech investment bankers and their 2020 Vision: A History of the Future publication that coincided with their well-attended summit in San Diego a few weeks ago. They even paid a stipend to make sure leaders from all the Congressionally sanctioned and White House favorite League  of Innovative Schools districts were all in attendance.

The conclusion laid out the vision of “initiatives to create equal access for all Americans to participate in the future.” I have covered the federal BRAIN Initiative before that began in 2013, but this document announced that the funding had been increased “from $100 million to $500 million per year, aiming to create a dynamic understanding of brain function in a decade–doing for neuroscience what the Human Genome Project did for genomics. Importantly, we narrowed the program’s focus to two key objectives; mapping the circuitry of the brain, and then applying this knowledge to improving the design of education models/product and curing cognitive disorders.”

We have to wonder if being insufficiently communitarian will become classified as a ‘cognitive disorder’ in the future given how that ethos has made it into everything from Career Ready Standards to what constitutes a Positive School Climate and unappareciated obligations now in Student Handbooks. Mapping the human genome though did not alter what had been mapped. The whole purpose of the BRAIN Initiative though is to develop education models, products, curriculum, and ed tech software to rewire that brain circuitry to create the citizens amenable to political planning of economies and societies in the name of Equity. I quoted equal access above as the intent. The document reiterated the point of the “Mapping of the Mind” yet again by pointing out that the point of “optimizing the way we learn” was “to level the playing field and create a more productive workforce.”

Productive to whose benefit is a fair question, but let’s go back to the “A New Logic of Human Studies” essay from 1988 that our title and the Marxian quote above came from where Frederick Turner said “our hardwiring–whose proper development we neglect in our education at great peril–is designed to make us infinitely inventive.” Inventive as in not bound by what has worked well in the past and with the “Rethinking of Patterns of Knowledge” emphasis, no likely knowledge of what has factually led to the great nightmares of history when political power had no check on what it could force people to do.

If that seems melodramatic, my tiptoeing through the cited footnotes regularly forces me to encounter passages like how transformative social and political theories always also need new concepts, ideas, and categories to mentally guide perception in desired ways. Then I see the shout out to someone notorious like a Marx or a Hegel and then I get to see the same concepts whitewashed and introduced as Understandings of Consequence that must have applications to the real world. The philosophers will write about the need to ‘control meaning’ so that ” a rational consensus on the part of citizens concerning the practical control of their destiny” can be ‘attained.’ The educators simply take the same aims and goals and enact it blindly and under coercion of job loss in the name of authentic learning and a New Civics.

We know that the National Institutes of Health is pushing a Science of Virtues with help from the Templeton Foundation because I covered that here
in March. We know Character is being added as a requisite component next fall for assessment in California. Now take that reality and tie it to this aspiration from Turner:

“The real forces at work on the stage of history are values. And values are uniquely qualified for a role both as tools to understand history and as forces at work in it. One qualification is just that: they straddle the worlds of action and knowledge, they admit candidly our involvement, our partisanship, our partiality and our power. Objectivity in a historian is an impossible goal in any case. Another qualification of values is that they give a kind of direction to history, the possibility of progress, which as we have seen is the logical precondition of any inquiry. [bolded because this is the entire focus of Project-Based Learning] Values are essentially dynamic, readjusting, contested, vigorous, as the word’s derivation from the Latin for ‘health,’ and its cognate ‘valor’ imply.”

So if we change values in students and the public at large we can change what motivates people to act to transform the world as it is. Transform the categories and prevailing concepts and ideas of thought and we can change people’s perceptions of the need to act. A powerful combination together in other words when both of those things become the focus of education, especially when locking in the changes at a neural biological level is the true goal. Now lets come back to the future and this terribly well connected report tied to Stanford and Linda Darling-Hammond and the call for “achieving an equitable school system that leads to meaningful, relevant, and engaging learning opportunities for all students.”

If that vision sounds like it has the makings for the very type of straddling called for in Rethinking Patterns of Knowledge, there’s more even beyond a conclusion calling for “evidence-based interventions that support deeper learning in contexts that further equity goals.” The report list three pillars for this new system states and local districts are to create and one of them is the undefined term–‘meaningful learning.’ Except it was not undefined to me because I knew it was a term tied to cognitive scientist Joseph Novak who helped develop all the theories of concept mapping and internalized mental models in the first place. Remember the useful partner to transformed values laid out above?

Meaningful Learning is actually a global phrase for Novak’s transformative theory of education he has been writing about since the 60s. This article from Brazil explains that “Meaningful Learning underlies the Constructive Integration of Thinking, Feeling, and Acting Leading to Empowerment for Commitment and Responsibility.” How’s that for the desired straddle? And conveniently locked into the legal obligation under federal and state laws as a new concept of accountability where no one is likely to notice the true nature of the required shift. Who would ever track this all back to being a Marxian Maker of History other than Robin who reads too much (and who notices even more) now that we are so fully on the right track.

How useful is this to seeing people as goal-seeking systems who can be redesigned at a neural level as needed for the hoped-for transformation? That paper was presented at Porto Allegre, which is known as the city that first developed the concept of ‘participatory budgeting.’ That’s the idea that the poor and various ethnic groups have a stake and the right to a say in determining how much, and for what, government budgets are to be spent. Just this morning one of my newsletters wrote about how participatory budgeting is catching on at the local levels of cities in the US as a means to promote Equity.

Use government spending to promote Equity and education to transform values and the internalized categories and conceptions of thought to “level the playing field” as the GSV report put it. Accountability needs ‘meaningful learning’ because insiders who create these policies and who wrote the Every Student Succeeds Act know quite well that “knowledge stored during meaningful learning is fundamentally organized differently than knowledge learned by rote, and affective associations are also different” as Novak put it in 2011. He also wrote that as “we learn new concepts and propositions, we are really learning the meanings of the concepts and the relationships between them. Through the process of meaningful learning, concepts and propositions are organized into the cognitive structure of our brains.”

That cognitive structure and what education can do to alter it is precisely what the US federal government admits it is now spending $500 million per year to map for the purposes of Equity and leveling the playing field via education.

In the next post I will cover the ‘affective’ component of meaningful learning using numerous examples from just the last few weeks. With a few trips back in time of course so we can have an accurate narrative of what is being attempted here instead of the Faux Narrative the Powers-that-Be had planned for us to simply accept.

Locating the Internalized Information Guiding Human Behavior So It Can Be Controlled and Transformed

Dictating such a transformation via preschool through high school, students would then essentially have a common core of prescribed values, attitudes and beliefs. For our Want-to-Be social and economic planning set that means future actions of most people would be both predictable and manipulable. The Planning Set, as I will call them, that we now know contains many different groups intent on fundamentally transforming the world that exists whether anyone consents or not, will know precisely what Values and Beliefs have been internalized and what visual Images, Words, and Phrases instilled. All become unconscious triggers available to command action.

To better appreciate why, let me quote Alexander N Christakis from a 2006 book How People Harness their Collective Wisdom and Power to Construct the Future in Co-Laboratories of Democracy (my bolding to show what Planners take for granted):

“Different people in different situations cooperatively develop different interpretations of realities, especially social realities. In our efforts to understand social realities and design better futures, therefore, we must not assume commonly agreed upon linguistic domains. People come from different cultures and have different cultural sensitivities. They see things differently; have opposing ambitions; prize different values. The first priority, then, in a designing effort is to create a consensual linguistic domain among many diverse voices.”

Students, adults, cities, economies, and societies have each been designated by the Planning Set as subject to their designing efforts. We may start with differing values, beliefs, and experiences, but the new vision of education puts all these things on the table for change. Keeping us lulled as to what is being done to us and our children we get euphemisms like Classical Education as we have just covered, OBE, or Competency-based education to describe the new techniques. Stated goals of ‘Learning’ and ‘Student Growth’ make the changes seem salutary. As I mentioned in a comment to the previous post, that internalized set of Images, Ideas, Principles, Concepts, Values, and Beliefs gets assessed via initial Benchmarks, and then changed and monitored through assessments. Can you say Continuous Improvement?

Some Planners and educators call what is targeted–‘Worldview,’ as we just saw in the last 3 posts. Others use the phrases ‘Mental Models’ or ‘Cognitive Maps’. All are phrases with the same Target and the same aim of where the Bullseye is. To show just how long this has been a target of official Global Policy Planning, I was even able to chase these to the Oval Office of Bush 41 in May 1989.–Finnbogadottir.pdf To prove that this still matters, here is the recent NSF letter announcing the Brain Observatory to develop a research infrastructure for neuroscience with the same target, techniques, and bullseye.

In all my posts from 2016 I have been building up from a theme of what is wrong with an Ideas or Concepts first curricula that are not built up from facts. Instead, the purpose of the provided Concepts and Categories is to interpret experiences in a classroom emphasizing activity. Sometimes the activity is physical as in group projects or role-playing. Sometimes it is virtual reality where only the software designer controls the Cognitive Map being created or shifted, mostly out of sight of the student, the parents, and maybe even the teacher. is a new curricula and assessment designed for building character and civic purpose by “exploring the concept of liberty as a living moral construct in contemporary society.”

Everyone ready to sign their kids up for one of the bedrock principles underlying the American heritage? Not so fast if we read the report and discover that Liberty has been reconceptualized to be “grounded in the notion that liberty must be just and must serve the common good…liberty [must be] reciprocal and responsible…[Otherwise] when liberty is de-coupled from one’s responsibilities as a citizen, it threatens to become selfish and divisive.” I have linked to the report and know both American and English history and, unfortunately, the fundamental tenets of the Marxist Humanist political philosophy. I get to recognize when Liberty as a guiding concept has been completely redefined to mask committing the student to a notorious normative vision for how the world might operate.

Students and parents though do not get that opportunity. They are not likely to recognize that Liberty “as conceptualized by the Museum and this study…becomes the bedrock for societal flourishing and ethical growth of both individuals and society” just turned into a tool for achieving Marx’s famed Human Development Society. Like the Classical Education we just examined the web-based curricula and interactive exhibits with Young Heroes is designed to create “pro-social changes in student behaviors” grounded in the stipulated virtues.

Most parents though will just think of Liberty in its historic meaning and not know that on top of the above redefinitions students also get experiences designed to change their knowledge, attitudes and behaviors with regard to “the liberty of society as a collective (collective liberty), as well as the liberty of each individual within society (relational liberty).” Think of this then as a Comrade Reinterpretation of the Concept of Liberty, which gets even more troubling because part of the assessment is looking for signs that the Young Heroes Outreach Program “participants consistently evidenced greater retention of all five pillar virtues associated with liberty…lasting at least three months after their involvement with the program ended.”

Why is that post-program search for continued changes in behavior so crucial? Because it is looking for proof the learning experiences created a change at a neural level in each of those student’s Cognitive Map, Worldview, or Mental Model. When researchers found “increased action-oriented civic and social engagement, identifying a number of social issues, upon which to focus their community projects,” they found that the changes in what was believed and valued were driving a change in behavior in desired directions. Desired first, of course, by the Planning Set and now by the students themselves, if they are even aware of why they are now interested in things they may have previously never noticed, much less acted to change.

Anyone else noticing that Liberty has been quietly redefined in much the same way and for the same purpose as how Amartya Sen defined Freedom? Yes, the nuisance of people who actually read the small print and footnotes. That Torchbearers Report and the redefinition of Liberty was supported by the John Templeton Foundation and the Jubilee Center on Character and Virtues in the UK. When the Report used this quote from Sir John Templeton: “perhaps true freedom is not the freedom to do but rather the freedom to become all we can be,” I recognized the sentiment. Since I found a treasure trove back in January when I searched for the connections between Sen’s philosophy and the Atlas Network members, this time I searched for “Templeton Foundation Amartya Sen.” came up as the Templeton-funded Project at U-Chicago to create a New Science of Virtues. If that sounds like an excellent way to get at the values part of the Cognitive Map, I thought so too. There were conferences in 2010 and 2011. Perusing the Virtues Project Abstracts I discovered that the Divinity School was involved since Virtues were seen as a means to achieving ‘new spiritual knowledge.’ Chicago’s Center for Cognitive and Social Neuroscience administers the Project. Now would probably be a good time to remember Chapter 6 of my book and how the Planning Set wants to use education to gain a cultural evolution since biological change takes too long.

In the last post we talked about the sudden ubiquity of phrases like self-rule, self-regulation, and self-government. We can now add the Virtue of Self-Control where one of the members of the team of investigators is psychologist Angela Duckworth of Grit and Perseverence fame. More importantly she is involved through her Character Lab with the national Growth Mindset study being pushed by the White House Behavioral and Social Sciences ‘Nudge’ Team. That means this Science of Virtues is involved too. That certainly puts new meaning to this expressed goal:

“The proposed research will produce a comprehensive framework for formulating and evaluating economic and social policy with deeper psychological and ethical foundations than are traditional in economic analyses. It will develop a more comprehensive understanding of the origins and consequences of human differences.”

Very exciting then for the Planning Set! Another investigator on that same team is a Philosophy prof with a focus on ancient Greek and Roman philosophy. That’s a useful link to what we saw as we examined Classical Ed which somehow also loves to name drop Aristotle, Plato, and Socrates while making the point about enacting their ‘virtue-ethics.’ More rationale for transforming the internalized cognitive maps controlling behavior. Another part of the Project seeks “The Transformation of Virtues: Imagination, Vision and Dreams and Sources of Human Excellence and Practical Knowledge.” Sounds good even though it intends to prescribe and create an internalized Worldview of guiding values and beliefs to help students “understand the virtue of being able to face up to a collapse of the virtues when a culture is collapsing or being destroyed-as well as the virtue of living well in the aftermath of such catastrophe.”

Oh, Joy. The Planning Set creates the catastrophe while prescribing the beliefs and values to supposedly adjust to what is now broken. The 4-H Study of Positive Youth Development again defines “virtues, then, are psychological and behavioral characteristics that guide a person towards integrative and positive, or even noble, purposes for self and the world. In short, virtues are understood to play a key role in a person’s positive life trajectory and in the quality of civil society.”

But those characteristics are being prescribed and instilled via education without notice or even consent. Like the experiences obtained though the reconceptualization of Liberty, the curriculum is designed to guide and motivate certain behavior from a subconscious or even unconscious level.

Cool for the Planning Set who get power, grants, and promotions for pushing this transformation of the purposes of education.

Not cool at all for parents and students unaware of what ‘brain-based learning’ now really means or the taxpayers being asked to fund all these transformations.

Before anyone thinks that the answer is just to monitor what philanthropies or the NSF are funding in the name of education, please appreciate the National Institutes of Health is also launching research with the same Target and Bullseye.

Theories about Mental Models or Computational Neuroscience are not innocuous terms for research either.




Stimulating the Inner Springs Fundamental to Real Personality Change and Harmonious Social Progress

Did anyone guess that we had embarked on another Trilogy, except this time it was in Reverse Order as my personal experiences starting with a phone call to my home on December 17 sent me looking for answers? For a while now, the false narrative being constructed by various employees or allies of the Atlas Network members has both interested and angered me. Angered because it is frequently built on parroting some of my insights and research conclusions. Read Robin’s book, pretend to be an expert, get people to trust you, and take them somewhere I would never go.

For example I would never describe Bill Ayers and Linda Darling-Hammond as “Marxist Humanists” because they are admitted Marxists and rather proud of it. Hint: this is why Ayers was willing to promote violence. Marxist Humanism (see tag) is a belief that because capitalism has reached a certain stage of technological feats, namely computers and the Internet and communications technology generally (abbreviated ICT), there is now enough prosperity in the world that there need be no poverty anymore within countries or anywhere around the world. It’s why the UN’s Post-2015 plans for us are called “Dignity for All” by 2030. As one of my UN news blurbs put it after New Years, we are now Post-2015 and this agenda has begun. Understanding it accurately is very important.

That gets me back to that phone call. After hanging up in anger at what was said and pouring myself a glass of wine while I made dinner, I began to think about what had changed that day. Well, I had made a comment on the blog that I had ordered William Easterly’s book The Tyranny of Experts that had been an Atlas Network supported Hayek Lecture in London. So I decided dinner could be late, went down and wrote up notes on what was said in the phone call, started looking for financial connections among the known players, and examining commonalities as they popped up. In other words, I started behaving like the Due Diligence experienced lawyer I actually am analyzing a set of facts. I also got up early the next morning and proceeded to see what was in the Easterly book that people might not want me to grasp.

That’s what I meant about a Reverse Trilogy as we started with explaining what a Nyaya concept of justice was and how I knew that Easterly’s book did not accurately portray Hayek’s thoughts on the subject of economic and social rights. I have more than a provided talking points knowledge of Hayek as that post laid out. I also know what Marxism Humanism looks like and Easterly’s book and the Atlas Network’s support for it does give good reason to start to whitewash what the term actually means. For parents, Linda Darling-Hammond’s (LDH) pushes in education and Bill Ayer’s past make them known nightmares to be avoided. We have talked about Amartya Sen and his Justice concept and Development as Freedom in the first two posts. He is laying out a Marxist Humanist vision as nyaya and really so is Easterly in his book. If no one has ever actually explained MH correctly though and you now connect it with Ayers and LDH, that actual reality will be missed.

Sen coordinates a great deal with Professor Martha Nussbaum (also tag) on what they call Human Capability Theory, which also describes where P-12 education globally is going. If anyone is thinking I cannot actually tie all this to Uncle Karl, they do not have a copy of Democracy in a Global World covered in the last post. I went into that described alliance for good reason. Nussbaum also wrote a chapter and she tied the vision repeatedly to Uncle Karl by name. It’s also another reason why I found the open-ended Con Con advocacy from the Texas Governor so pernicious. The Chapter was called “Constitutions and Capabilities” and here’s a sample of the kind of direct ties I mean.

“When liberal democracies make constitutions, they typically base their work on a small core of intuitive ideas to which specific constitutional entitlements are referred…The basic idea of my version of the capabilities approach…is that we begin with a conception of the dignity of the human being, and of a life that is worthy of that dignity–a life that has available in it ‘truly human functioning’ in the sense described by Marx in his 1844 Economic and Philosophical Manuscripts.”

That’s what Easterly called for too without tying it to Marx. It’s what the Atlas Network’s members are actually promoting when they push his work or Sen’s. Back to my story of why I spent so much time researching over the holidays. I know John Dewey backwards and forwards from researching my book, but until I saw this post I did not know that Steven Rockefeller of the famous family had also written a bio on him published in 1991 called John Dewey: Religious Faith and Democratic Humanism. I ordered it in part because so many of the people who appear determined to control the narrative about what is really going on with the Common Core also aggressively wear their religious faith front and center. In fact, it seems to be a selling point on why their analysis can be trusted.

An example that had flowed out of my research was the Stand in the Gap Tour in fall of 2014 that David Barton had participated in. I had listened to a video of his speaking at a church in Dothan, Alabama and his description of what was desired reminded me of the cybernetic prearranged structuring of the Mind the behavioral scientists and admitted Leftists also want. That made Rockefeller’s book even more pertinent. As I read the chapter on “Democracy, Education, and Religious Experience” in particular I could see that this same Deweyan vision would create a desired worldview and amenable personality that would also work for a Muslim theocrat wanting to reconstruct the world starting at the level of the human mind (Tarbiyah) or a Christian fundamentalist also wanting to push social justice in the here and now.

I pulled the post title from the book and Stimulating the Inner Springs also fits with what the Hewlett Foundation and the CCSSO today push as the requisite Deep Learning. Isn’t this the real reason for wanting to control the narrative on education? Common means and common ends among interest groups and think tanks that are supposed to abhor each other? When I also mentioned the other day that Charter Schools that use cybernetic methods and adaptive personalized online learning are in a position to reap huge sums under the new Every Student Succeeds Act since those methods of manipulating the Inner Springs are effective and thus “evidence-based,” suddenly a drumbeat began online. That ended in that Project Veritas video that the Common Core was about textbooks companies wanting to make money. Well, they do but that is disinformation in an education environment where textbooks are going away.

In other words, like the phone call at home, do not write about the CMOs or online curriculums that also stand to benefit financially from insisting they are “100% Common Core Free” or who the financial backers are. No one may notice that the methods used are cybernetic and target those inner springs while telling parents this is a form of Classical Education. John Dewey understood that education “is a means of creating individuals” and David Coleman, Bill Ayers, LDH, and UNESCO are not the only parties at the education table interested in creating a certain kind of personality to fit with a desired vision of society and the future.

Last year I went to the Educational Policy Conference in St Louis and yesterday I noticed in a flyer trying to get me to attend that someone was parroting my Chapter 7 title language again, but also promoting the idea that the feds want to create a database of those values, attitudes, beliefs, and behaviors on students. Not really, educators want to know this so all those things can be changed. That actual cybernetic purpose keeps being ignored. The fact that Charters target these same areas and have to to expand and get their contracts renewed gets left out. Making Classical Education about ideas and not facts is another way to say it is also cybernetic. Looking into the Barney Charter Initiative Hillsdale has put together and its mention of the Circe Institute and its description of what is Classical Education, I thought “That’s cybernetic too and a good reason to control the narrative about the Common Core and shut down anyone who knows what ESSA actually says and who would actually benefit.”

I have long wondered in all the discussions of the College Board’s shift in its AP courses to Conceptual Frameworks and the use of core ideas as ‘lenses’ why people with Social Anthropology PhDs never accurately explain what a cultural lens is. APUSH’s restructuring was never about what facts to teach and yet people who by specialty are thoroughly trained in using cultural lenses never explain what they are. Now I know. If something reeks of the cybernetic means so many of the Atlas members are also pushing, it must not be part of the approved narrative. The truth is it is not only the admitted Left wanting to use education to force a “thoroughgoing democratic reconstruction of society” that “must be child-centered in the sense that it begins with the impulses, interests, and initiative.”

In other words, what ESSA calls “personalized learning with adaptive data” that entitles its pushers to funding as 21st Century Schools. It’s not just the admitted Left wanting to target, like Dewey, “the whole feeling, thinking, and willing person.” That’s why the parroting of values, attitudes, beliefs, and behaviors functions to inoculate the listener from recognizing that the person they are listening to may also have a comparable agenda. It’s not just the admitted Left and Dewey who want to frame what ideas are salient to the listener and what is likely to get ignored. Politics by Think Tank is all about controlling the Narrative.

It’s not just John Dewey or David Coleman who understand that “emotions are the reflex of actions” and that “if we can only secure right habits of action and thought, with reference to the good, the true and the beautiful [see what I mean about a Classical Education as the cited Circe Institute described it]”, then education will have created “a means of social control that does not violate the freedom of the individual child.”

Well, yes it does because all the false and controlled narratives keep the nature or existence of that control invisible. They make it seem like only a David Coleman, Linda Darling-Hammond, Bill Ayers, or other admitted Leftists have this goal for education in the 21st century.

I have run long again, but let me close with another quote from that chapter and a reminder that there are a whole lot of people pushing a vision of restructured American education using digital learning that they intend to financially benefit from. They also want a fundamental social and economic transformation where:

“To work and think in a community governed by this kind of democratic moral life is for Dewey the only sound approach to moral education in a democracy, which must rely to a large extent on a voluntary spirit of cooperation growing out of a multitude of common interests to maintain social order.”

Again, it’s not just the admitted Left that wants to enshrine collectivism invisibly and without outcry via education creating a “free play of instinctive sympathy and understanding.”

Lots of good reasons to control the Common Core narrative and guide and frame popular perceptions. Call me the mom who refused to play along and notices too much.